2.3. The Fishbowl

2.3.2. web 2.0 communities are often called communities for a lack of a better word, but they can be anything

2.3.3. collaboration is not a characteristic of a community

2.3.3.1. develop a vocabularly

2.3.3.2. etienne wants to be able to question aspects b4 it "enters the core" of the theory

2.3.3.2.1. New node

2.3.4. Common origins of theory

2.3.4.1. Both etienne and Yrjo were at the same time in california (80's ?)

2.3.4.2. vygotsky's and yrjo's work were standard readings (wenger)

2.3.4.3. comming anthropological perspective

2.3.4.4. peripheral partcipation as alternative (anthropological) for zone of prox development (Wenger)

2.3.5. Exapnsive learning

2.3.5.1. radical innovation

2.3.5.2. face the unknown

2.3.5.3. you can better understand whats going in the mind of an individual when you put him in a community

2.3.6. local and global

2.3.6.1. New node

2.3.7. arent we overoptimistic about the influence of technology on learning?

2.3.7.1. the technology you choose needs to be in line with your views on learning

2.3.8. subjectivity

2.3.8.1. etienne says he cant talk about subjectivity, but do about identity

2.3.9. mediation

2.3.10. No need to point people to their contradictions in order to change them (wenger)

2.4. Yrjo Engeström

2.4.1. Expansive learning

2.4.1.1. traditional notions of learning are limited my school learning

2.4.1.2. outcomes of learning are increasingly not known ahead of time

2.4.1.2.1. this also counts for change, the outcome is not known in advance

2.4.1.2.2. this calls for a type of learning which is Expansive learning

2.4.1.3. learning embedded in activity systems

2.4.1.4. Master what people are engaged in

2.4.1.4.1. the learning is oriented at this activity

2.4.1.4.2. learning driven by contradiction in present activity

2.4.1.4.3. learning driven by systemic contradictions

2.4.1.5. Zone of proximal development (Vygotsky)

2.4.1.6. Cycle of expansive learning

2.4.1.6.1. the cycle is simple, truth is anything but cyclic and simple

2.4.1.7. exploration of new knowledge for new activity

2.4.2. Prof of adult education in Helsinki, California, Birmingham

3. parallel session 1

3.1. Paper 8: Social Networks and Learning Networks: Using social network perspectives to understand social learning, Caroline Haythornthwaite, Maarten de Laat

3.1.1. learning is both a relation that ties people and an outcome - social capital (Putnam). So learning networks are structures and outcomes.

3.1.2. relational approach to learning (between people, objects)

3.1.2.1. community relations

3.1.2.2. learning relations: facts, fiction, know-how, group processes, group knowledge can be exchanged.

3.1.2.3. teaching, learning, reviewing, evaluating

3.1.3. network analysis strips out context from the "background" - increasing levels of abstraction allow for linkages between different spaces, classes etc

3.1.4. key questions (available in hot seat archive): what constitutes a learning tie; how do network configurations affect learning; what it is that people do that promotes learning in a social network; how to show value?

3.1.4.1. what promotes learning: openness, listening, brokering

3.1.5. "network mirror" - show organisation how it is working together. 1. online group decision discussion - looking for commonality, how can they work together. 2. send list of activities to group 3. (real project begins) - facilitate network connections